Tuesday, Sept. 2
Bellringer: What are three different types of maps? Explain what kinds of information they each show.
Students practiced map terms on their four square sheets once more, then finished their Where in the World worksheets posted on Thursday, Aug. 28th. Students will take their map skills test tomorrow.
Students practiced map terms on their four square sheets once more, then finished their Where in the World worksheets posted on Thursday, Aug. 28th. Students will take their map skills test tomorrow.
Wednesday, Sept. 3
Bellringer: No written bellringer today, just 5 minutes to review notes before the quiz.
Today we took our map skills quiz as well as a reading informational text assessment with a text about map projections.
Students turned in the Where in the World assignment (posted on August 28th)
Today we took our map skills quiz as well as a reading informational text assessment with a text about map projections.
Students turned in the Where in the World assignment (posted on August 28th)
Thursday, Sept. 4
Bellringer:Is the United States above or below the Tropic of
Cancer? How does our location affect the
climate (weather) here?
Today students finished their reading informational text assessment. Students received another assignment to practice locating by latitude and longitude.
Today students finished their reading informational text assessment. Students received another assignment to practice locating by latitude and longitude.
latitudelongitude1.docx | |
File Size: | 137 kb |
File Type: | docx |
latitudelongitude2.docx | |
File Size: | 646 kb |
File Type: | docx |
Friday, Sept. 5
Bellringer: How can we know about people in the past who left no written
records? Remember to use RARE format to answer (restate the question, answer the question, give a reason, give an example).
Today we discussed the Cornell note taking method for recording information in class. This method has students separate their notes into two columns, one listing the topics of information, and one listing the notes for each of those topics. Students will take notes over the Early Man unit and turn them in for points.
Today we began our study of prehistory (before written history). We talked about the sources for history, and discussed characteristics of the people who lived during the Stone age. We got through approximately half of the Stone Age information. See the powerpoints below.
Today we discussed the Cornell note taking method for recording information in class. This method has students separate their notes into two columns, one listing the topics of information, and one listing the notes for each of those topics. Students will take notes over the Early Man unit and turn them in for points.
Today we began our study of prehistory (before written history). We talked about the sources for history, and discussed characteristics of the people who lived during the Stone age. We got through approximately half of the Stone Age information. See the powerpoints below.
what_is_history.pptx | |
File Size: | 176 kb |
File Type: | pptx |
stone_age.ppt | |
File Size: | 8729 kb |
File Type: | ppt |
Monday, Sept. 8
Bellringer: Describe the hunter- gatherers of
during the Stone Age. How did they
survive?
Today we reviewed the hunter-gatherer society of the Stone Age. Students received their grades in class so far, with all of the assignments and tests taken graded and returned. We set up our student data notebooks where students will be in charge of tracking their learning for unit content, as well as their Social Studies reading and writing skills. Students who scored less than 36 points on the Map Skills test will need to study, come in during power up, or before or after school to prepare to retake that test.
Today we reviewed the hunter-gatherer society of the Stone Age. Students received their grades in class so far, with all of the assignments and tests taken graded and returned. We set up our student data notebooks where students will be in charge of tracking their learning for unit content, as well as their Social Studies reading and writing skills. Students who scored less than 36 points on the Map Skills test will need to study, come in during power up, or before or after school to prepare to retake that test.
Tuesday, Sept. 9
Bellringer: Today students read the two articles on the Paleolithic Era posted below. They did not need to do the questions listed on the worksheet, but did respond on their bellringer sheet to the following questions (using RARE format). 1. Write a 4-5 sentence summary that combines information from both readings. 2. What would it be like to live during the Stone
Age? 3. Would you rather live in the Stone Age or
today? Why?
We discussed the readings as a class and reviewed information about the Stone Age. We talked about Stone Age shelters, and took a virtual tour of the Lascaux caves in France. Students finished entering scores in their data notebooks.
We discussed the readings as a class and reviewed information about the Stone Age. We talked about Stone Age shelters, and took a virtual tour of the Lascaux caves in France. Students finished entering scores in their data notebooks.
paleolithic_1_001.jpg | |
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paleolithic_2_001.jpg | |
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Wednesday, Sept. 10
Bellringer: Describe
the Lascaux cave. How has it helped us
to understand life in the Paleolithic Era?
Today we watched a brief video clip from crash course history to introduce the agricultural revolution . I am not posting the link because I edited it in class. We also went through a powerpoint on the Neolithic Era (New Stone Age) with the students continuing their Cornell notes. (posted below) We discussed the changes that happened as individuals transitioned from a hunter-gathering society to an agricultural or farming society.
Today we watched a brief video clip from crash course history to introduce the agricultural revolution . I am not posting the link because I edited it in class. We also went through a powerpoint on the Neolithic Era (New Stone Age) with the students continuing their Cornell notes. (posted below) We discussed the changes that happened as individuals transitioned from a hunter-gathering society to an agricultural or farming society.
neolithic_revolution.pptx | |
File Size: | 172 kb |
File Type: | pptx |
Thursday, Sept. 11
Bellringer: Read the article on your desk (posted below) Summarize the experiences of 1. Joshua and 2. Naomi. Would this article be considered a primary source or a secondary source to tell us about the attacks on 9/11? (remember to restate).
Today in class we read and discussed accounts of the attacks on 9/11. We spent a little time reviewing information from the Neolithic Era. (see the powerpoint on the 10th).
Today in class we read and discussed accounts of the attacks on 9/11. We spent a little time reviewing information from the Neolithic Era. (see the powerpoint on the 10th).
Friday, Sept. 12
Bellringer: What are at least three effects that occurred because of the
change to an agricultural society?
Today we finished up our powerpoint on the neolithic revolution (posted on the 10th). 1st hour chose by their behavior to learn on their own from their textbooks, rather than listen to class lecture/discussion. They read pages 45-49 from their textbooks and were assigned to write a summary of this section which will be due on Monday. 2nd hour continued on learning about the features of civilization (posted below).
Today we finished up our powerpoint on the neolithic revolution (posted on the 10th). 1st hour chose by their behavior to learn on their own from their textbooks, rather than listen to class lecture/discussion. They read pages 45-49 from their textbooks and were assigned to write a summary of this section which will be due on Monday. 2nd hour continued on learning about the features of civilization (posted below).
features_of_civilization.pptx | |
File Size: | 1025 kb |
File Type: | pptx |
Monday, Sept. 15
Bellringer: Explain
how an agricultural society would lead to more warfare than a hunter gatherer
society.
1st hour- Today in 1st hour we went through the Features of Civilization and students took notes on them (posted on the 12th). Students turned in all of their notes for Early man (history sources, Paleolithic/Old Stone Age, and Neolithic/New Stone Age, and features of civilization notes. These are being checked for neatness, completeness, and organization.
2nd hour turned in all of their notes for Early man (history sources, Paleolithic/Old Stone Age, Neolithic/New Stone Age, and features of civilizations notes). These will be checked for neatness, completeness, and organization. 2nd hour did a map exercise in which students were given several different maps for the same area (rainfall, elevation, vegetation, and water systems maps) and then decided in groups where they would choose to make their settlement . We discussed patterns of settlement- areas that offered flat terrain for planting, access to water, needed rainfall, and vegetation that offered resources such as grassland and timber. Students looked at a map of the earliest civilizations, and understood why they sprang up around river valleys. (See map below). Students were introduced to Mesopotamia as the earliest area for civilizations that will be the unit topic over the next two weeks. They completed a reading and questions called "Why There? Why Then?" Unfortunately, due to copyright issues, I cannot post that assignment but students that missed it may come and get a copy from me.
1st hour- Today in 1st hour we went through the Features of Civilization and students took notes on them (posted on the 12th). Students turned in all of their notes for Early man (history sources, Paleolithic/Old Stone Age, and Neolithic/New Stone Age, and features of civilization notes. These are being checked for neatness, completeness, and organization.
2nd hour turned in all of their notes for Early man (history sources, Paleolithic/Old Stone Age, Neolithic/New Stone Age, and features of civilizations notes). These will be checked for neatness, completeness, and organization. 2nd hour did a map exercise in which students were given several different maps for the same area (rainfall, elevation, vegetation, and water systems maps) and then decided in groups where they would choose to make their settlement . We discussed patterns of settlement- areas that offered flat terrain for planting, access to water, needed rainfall, and vegetation that offered resources such as grassland and timber. Students looked at a map of the earliest civilizations, and understood why they sprang up around river valleys. (See map below). Students were introduced to Mesopotamia as the earliest area for civilizations that will be the unit topic over the next two weeks. They completed a reading and questions called "Why There? Why Then?" Unfortunately, due to copyright issues, I cannot post that assignment but students that missed it may come and get a copy from me.
model_prehistory_notes.doc | |
File Size: | 40 kb |
File Type: | doc |
Tuesday, Sept. 16
Bellringer: Name one feature of civilization and explain what it means.
Today, students were given a map assignment for Mesopotamia (posted below).
meso_map.jpg | |
File Size: | 452 kb |
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meso_map_wrkst_p1.jpg | |
File Size: | 435 kb |
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meso_map_wrskt_2.jpg | |
File Size: | 327 kb |
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Wednesday, Sept. 17
Bellringer: How does geography affect civilization?
Students finished working on their map assignments today. They read about the three major civilizations in Mesopotamia- Sumer, Babylon, and Assyria and created a timeline of these civilizations.
meso_p4.jpg | |
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meso_p5.jpg | |
File Size: | 2038 kb |
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Thursday, Sept. 18
Bellringer: What is the most interesting thing you have learned about Mesopotamia so far?
Today we talked about what separates prehistory from history- the invention of writing. History refers to written records of the past. We watched a film clip on the development of writing in Mesopotamia and completed a worksheet on it that allowed students to recall and summarize information from the film, and try their hand at creating their own cuneiform characters.
meso_writing_film_questions.jpg | |
File Size: | 243 kb |
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writing_cuneiform.jpg | |
File Size: | 456 kb |
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Friday, Sept. 19
Bellringer: How did writing develop in Mesopotamia?
Today students were divided into groups to complete readings on aspects of civilization in Mesopotamia. They created summaries of these readings that will be presented to the class on Monday. The readings are posted below for those who were unable to finish reading and summarizing their section.
Today students were divided into groups to complete readings on aspects of civilization in Mesopotamia. They created summaries of these readings that will be presented to the class on Monday. The readings are posted below for those who were unable to finish reading and summarizing their section.
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Monday, Sept. 22
Bellringer: Today's bellringer was a little different from the norm. Students wrote a response that was turned in today and will be scored (posted below) as a practice for their upcoming test on Friday. Students met with their groups from Friday to finalize the information that they would share with the class from their assigned readings on Mesopotamia (posted on 9/19). Students took notes during group presentations.
9-22_bellringer.docx | |
File Size: | 12 kb |
File Type: | docx |
Tuesday, Sept. 23
Bellringer: Students had another practice for their long answer on the upcoming test Friday by responding to the question: How
did writing develop in Mesopotamia? What
were the effects of writing on civilization?
Groups continued presenting information from their readings on Mesopotamia (posted on 9/19). Students continued to take notes during group presentations.
Students should be studying this week for their test on Prehistory and Mesopotamia that will be taken on Friday.
Groups continued presenting information from their readings on Mesopotamia (posted on 9/19). Students continued to take notes during group presentations.
Students should be studying this week for their test on Prehistory and Mesopotamia that will be taken on Friday.
Wednesday, Sept. 24
Bellringer: Describe a ziggurat. What were ziggurats used for?
Today students finished their group presentations on life in Mesopotamia. We also had a class discussion about the Code of Hammurabi. After sharing some specific laws from Hammurabi's Code, students selected one of the laws that they thought sounded like a fair law, and responded to the following questions:
1. Who does this law benefit?
2. Why do you think this law was needed?
Today students finished their group presentations on life in Mesopotamia. We also had a class discussion about the Code of Hammurabi. After sharing some specific laws from Hammurabi's Code, students selected one of the laws that they thought sounded like a fair law, and responded to the following questions:
1. Who does this law benefit?
2. Why do you think this law was needed?
Thursday, Sept. 25
Bellringer: What is the Code of Hammurabi? What is the Epic of Gilgamesh?
Today we did some reviewing for our test tomorrow. Students took their Mesopotamia notes and wrote them into organizers, using the features of civilization as their topics:
Cities
Economy (Job Specialization/trade)
Government
Religion
Social organization
Arts and architecture
Public works
Writing
Below, I have posted some sample notes of things students should have included in theirs. Our test tomorrow will cover prehistory and the stone age as well as Mesopotamia, so I have reposted the sample Prehistory notes as well.
Today we did some reviewing for our test tomorrow. Students took their Mesopotamia notes and wrote them into organizers, using the features of civilization as their topics:
Cities
Economy (Job Specialization/trade)
Government
Religion
Social organization
Arts and architecture
Public works
Writing
Below, I have posted some sample notes of things students should have included in theirs. Our test tomorrow will cover prehistory and the stone age as well as Mesopotamia, so I have reposted the sample Prehistory notes as well.
prehistory_notes.doc | |
File Size: | 40 kb |
File Type: | doc |
sample_mesopotamia_notes.docx | |
File Size: | 70 kb |
File Type: | docx |
Friday, Sept. 26
Bellringer: none. Today students turned in their bellringers for the week as well as their Mesopotamia note organizers. They took their unit test on prehistory and mesopotamia.
Monday, Sept. 29
Bellringer: Today students completed a reading skills check for their bellringer- Rivers Flow Passage 2. This will need to be done in class as a test.
Students also completed a map exercise on ancient Egypt.
Students also completed a map exercise on ancient Egypt.
Tuesday, Sept. 30
Bellringer: Knowing that rivers flow from high elevations to low elevations, why are upper and lower Egypt named the way they are?